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Chambers, F.C., Jones, A., Murphy, O., and Sandford, R. (2019). Design Thinking for Digital Well-being: Theory and Practice for Educators. New York, NY, Routledge 1st Edition.

Chambers, F.C. (2018). "Educating Pupils to be Human in a digital world: The case for a praxis model of digital well-being in Physical Education." Jenifer Wall Address, McGill University, Montreal 23rd November.

Dewey, J. (1938). Experience and education.New York: Collier Books.

Dyson, B., & Brown, M. (2005). Adventure education in your physical education program. In J. Lund and D. Tannehill (Eds), Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett.

Hopkins, D., & Putnam, R. (1993). Personal growth through adventure. London:David Fulton.

Luttrell, S. & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum and Instructional Models. Pathways for Teacher Implementation. Dublin: ePrint LimitedPublication s.

Luttrell, S. & Chambers, F. C. (Eds.) (2013). The PE Teacher’s Digital Backpack. Learning In, Through and About PE. Dublin: ePrint Limited Publications.

Luttrell, S. & Chambers, F. C. (2013). Learning Wall- A Cauldron of Curriculum and Instructional Models. Dublin: ePrint Limited Publications.

McLuhan, M. (1964). Understanding media: The extensions of man.

Panicucci, Jane. (2002). Adventure education for physical education: Middle school. Hamilton, MA: Project Adventure.

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here is a great emphasis on personal responsibility. This will link up to the Junior Cycle ‘Wellbeing’ as one of the seven key indicators is ‘Responsibility’. During this stands students will demonstrate self-reliance, respect to others and regard to the environment (JCPE, 2003). Students will also be trusted to explore the school premises and which will require a good level of responsibility.

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Students will create their own contracts in small groups. This activity encourages students to identify and select their own core values. It encourages student ownership of the task rather than providing them with a predetermined list

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Numeracy skills

-Numeracy skills will be targeted through activities where students are required to keep scores.
-Students will calculate the time it took to complete the orienteering course by subtracting the start from the finish time.

-Students will take part in orienteering activities that require the use of numbers.

-Students will develop problem solving practices to solve team challenges. .

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Literacy

Students will
-broaden their vocabulary by learning key words and phrases associated with team challenges and adventure activities.

-communicate effectively with each other while discussing different solutions to challenges faced throughout the scheme.

- learn the five key words associated with team challenges continuously throughout the scheme: Communication, Co-operation, Creativity, Teamwork, and Sharing Ideas.
-provide feedback on sessions to the teacher in the form of exit cards.

-read and aim to comprehend question during ‘Orienteering Trivia’ in hope to find the correct answer.

-compose a word using the letters they found at the control sites.

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Planning and Preparation

Planning plays a vital part of effective teaching (Ward-Singer & Singer, 2004).  Something that I’ve found very interesting is the variety of factors that influence teacher’s planning and preparation.

Sequence

When planning the scheme of “Adventure Activity”, I planned out the lessons in a progressive sequence with each lesson building on the previous. I also took many factors such as student’s needs, abilities and interest into consideration. However, I had to reconsider my scheme and adjusted it slightly due to the weather. In Ireland, when we hear of lessons being changed over the weather we usually presume that the weather is bad. For instance, it’s raining so ‘Plan b’ is implemented indoors. However, this was not the case. On a few occasions I noticed how beautiful the weather was while driving to school, they truly were ‘September days’. The PE class planned was based entirely indoors. However, I decided, with the advice of a fellow PE teacher, that implementing an outdoor activity made more sense. As I could not guarantee this nice weather for next week’s lesson, I decide to re-arrange the lessons in the scheme and take advantage of the good weather. On reflection, this was one hundred percent the best option. It was a great, sunny day to foster student’s interest in orienteering and for student’s to build a love for the great outdoors. My decision was justified even further when the students arrived to class, immediately asking if they were going outside for orienteering. As I had adjusted the scheme, I was able to bargain with the students and explain that we had a few skills to learn and then we would head outside. At this moment, I realised how important being adaptable and pro-active is as a teacher. If I was to keep students indoors today they would have been extremely difficult to manage. In conclusion of the event, I agree with Ward-Singer & Singer, 2004, that planning is a vital part of effective teaching. However, I believe, after this class that planning along with teacher adaptability and flexibility results in the most effective teaching.

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 Rationale- Adventure Education- Orienteering and team challenges

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 Rationale- Adventure Education- Orienteering and team challenges

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Adventure education can be defined as “direct, active and engaging learning experiences that involve the whole person and have real consequences” (Prouty, Panicucci & Collinson, 2007, p.12).  This model is characterised by trust, challenge with choice, co-operation,self-confidence, respect, discovery, problem solving, enjoyment, challenge and taking appropriate risks (Luttrell & Chamber, 2013).

Orienteering and team challenges are exciting and important components of Physical Education (PE) as it provides a broad, rounded education for students. This strand explores a way of keeping active and healthy that may not have been experienced by students before. These activities encourage holistic student engagement (cognitive, psychomotor, affective)( Dylan & Brown, 2005). For instance, orienteering combines all domains of learning  as students will acquire physical fitness as well as mental skills (map reading, decision-making, memorizing, etc).

Adventure activities are also team-orientated and therefore will develop essential social skills. Students will be provided with ample of opportunities to work in a team environment, developing communication skills, co-operate and teamwork throughout. These skills will serve an important purpose in the student’s daily lives and also for their future.  Students will not only be responsible for their own learning but will also help their classmates to learn (Dylan & Rubin, 2003).

Another reason for choosing adventure activities is that there is a great emphasis on personal responsibility. This will link up to the Junior Cycle ‘Wellbeing’ as one of the seven key indicators is ‘Responsibility’. During this stands students will demonstrate self-reliance, respect to others and regard to the environment (JCPE, 2003). Students will also be trusted to explore the school premises and which will require a good level of responsibility. It will be important that students conduct themselves in the correct manner and not interrupt classes that are on. Nevertheless, it is hoped that Adventure Activities will be enjoyable and exciting strand for all students as they develop an appreciation for the great outdoors.

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Other Key Skills Targeted in this Scheme

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Other Key Skills Targeted in this Scheme

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Managing Myself: Learners will be encouraged to evaluate their own learning experience and to reflect on their strengths/weaknesses from week to week..

Communicating: Learners communicate with others both verbally and non-verbally whether it be during team challenges or orienteering events.

Working with Others: Learners work cooperatively in a group context, sharing decision-
making, taking responsibility, giving and receiving feedback and encouraging others to succeed.

Staying Well: Learners will abide by the rules of safety and will be challenged to be physically active throughout the course of this scheme of work.

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There will be a great emphasis placed on personal responsibility throughout this scheme. This will link up to the Junior Cycle ‘Wellbeing’ as one of the seven key indicators is ‘Responsibility’. During this stands students will demonstrate self-reliance, respect to others and regard to the environment (JCPE, 2003). Students will also be trusted to explore the school premises and which will require a good level of responsibility.

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In 1938, Dewey argued that the primary purpose of education and schooling is not so much to prepare students to live a useful life, but to teach them how to live pragmatically and immediately in their current environment. The increased use of digital media is changing people’s everyday lives and the way we  connect and collaborate in the broader societal context, at work and in our community. McLuhan's (1964) 'media is the message' had never been so relevant in today's world. However, we must ask ourselves if we are doing doing enough to educate our students on how to use digital technology correctly, effectively and ethically (Chambers et al., 2019).

Digital literacy has been defined as 'the ability to know how to use technologies and know what to do with them' (The New Zealand Ministry of Education, 2016, n.p.) However, is this an extensive enough definition in today's society. Miller & Bartlett (2012), argued that digital fluency is fundamentally one's ability to critically engage with digital media using a combination of classical skills, e.g. assessing the trustworthiness, reliability and accuracy of information.

The use of ICT in orienteering results in high levels of engagement by students as well as the development of mathematical, map-reading, communication and problem-solving skills. In this scheme, the app i Orienteering can be easily implemented.

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The Fundamental Movement Skills targeted through this scheme of work include:

The fundamental movement skills targeted in this scheme are quite broad. Some of the skills will include, running, jumping, catching, balancing, side-stepping and twisting. This scheme will also cover skill-related fitness such as agility, balance, co-ordination and speed (ABC’S). These skills will be incorporated into the games and performed in class. Students will also perform t

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In this video PE teacher in Coláiste Choilm, Ballincollig, Garret Hickey demonstrates how he uses the i-Orienteering and Team Shake apps in an orienteering lesson. Garret describes how the use of ICT in orienteering results in high levels of engagement by students as well as the development of mathematical, map-reading, communication and problem-solving skills. The i-Orienteering app is usually intended for outdoor use but due to weather conditions on the day of filming, Garret very seamlessly set up an indoor course!

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EXIT CARD

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Debriefing

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This six-week block will take place on the school premises. Each class will begin with a housekeeping routine (roll call, check for proper attire for physical activity, shoe laces tied, jewellery/mobile phones put into a 'safe box' and so on) and this will be followed by the learning outcomes which will be shared at the beginning of each lesson through the use of a visual resource (for example, a learning walls and video clips). Every lesson will begin with a warm-up activity that will prepare the students for participation in physical activity. The class will be introduced to a variety of different orienteering and team challenges on a weekly basis. All lessons will end with a cool down activity and a recap on what was covered in class, ensuring that learning intentions have been met and that learners have benefited from the learning experience

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Learners Level of Knowledge, Skills and Attitudes:

Prior Knowledge: Students have participated in the strands of Fundamental Movement Skills (FMS), Basketball, Gymnastics, Athletics and Throwing and Catching games in first year. Students have tangible knowledge of orienteering and I will bare this in mind when setting the level of lesson difficulty.

Prior Skills:  Students have an appropriate level of understanding of FMS and can execute these movements with a degree of confidence. Learners do not have any prior orienteering skills.

Prior Attitudes:

The majority of learners enjoy participating in PE class and are open-minded to trying new things. However, three students are disruptive and consistently try not to participate. It is important to keep the lesson fun, task-orientated and provide opportunities for success for all students to build the student’s confidence.

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“Literacy and numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. Literacy and numeracy skills are crucial to a person’s ability to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society”
Ruairí Quinn, TD

Minister for Education and Skills